TEACHING OF SCIENCE 205 



the word science could be restored to its original 

 meaning of knowledge, or the art of knowing; but 

 words (like organisms) are evolved, and against 

 evolution the gods fight in vain. In any case I 

 hope it will be believed that in speaking of 

 knowledge I have taken instances from what is 

 usually called science, not out of disrespect to 

 literature, but like Dr. Johnson in a different affair 

 — from ignorance. 



I imagine Dr. Birkbeck to have had no idea 

 that this institution would be so extensively used 

 for preparing people for examinations. I doubt 

 whether he would have hked it, but respect to the 

 pious memory of a founder may be exaggerated, 

 and since there is no getting rici of examinations, 

 the next best thing is to make the art of coaching 

 as little harmful as may be to pupil and teacher. I 

 do not mean to speak slightingly of coaching as a 

 whole, for a great deal of it is only a very skilful 

 way of imparting knowledge, but it will be allowed 

 that some of it is not educative in a broad sense. 



You will remember that Mr. Brooke, in Middle- 

 march, was in the habit of mildly investigating 

 questions which he always threw over because he 

 foresaw they would "carry him too far." I confess 

 to feeling very like Mr. Brooke when I attempt to 

 balance the interests of teacher and student. In 

 that comfortable period, the i8th century, things 

 were all in favour of the teacher. The poet Gray, 

 who was Professor of History at Cambridge, could 

 never decide whether to lecture in Latin or English, 

 and ended by never lecturing at all. 



It is now easier to find cases where the teacher 



